Virginia s College Guide for Students With Disabilities

Transcription

1 VIRGINIA DEPARTMENT OF EDUCATION Virginia s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE S HOW! JANUARY

2 Virginia s College Guide for Students With Disabilities YOU KNOW YOU CAN DO IT! HERE S HOW! Virginia Department of Education Division of Special Education and Student Services P.O. Box 2120 Richmond, Virginia

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4 Table of Contents Introduction... 5 Acknowledgements... 6 Do You Know The Law?... 7 Do You Know How To Plan Your Transition From High School To College? Are You Ready For The Responsibility? Understand How College Differs From High School Select Your College Carefully Understand Disability Support Services...30 Understand Your Responsibilities Know How Your Parents Can Help You! For Parents! How You Can Help! For Guidance Counselors And Faculty! How You Can Help! Financial Aid For Students With Disabilities References Virginia Colleges and Universities Resource Directory

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6 Introduction Awareness of the needs of college-bound students with disabilities has grown markedly since the first edition of the College Guide in Making the right choice from among the diverse opportunities available can be a time-consuming and difficult task. The more students, parents, teachers, and counselors know about the student s options, the more likely they will make a successful match. The Virginia Department of Education designed this document to provide guidance and technical assistance not to offer legal advice. The department initiated this revision of the College Guide to assist: Students with disabilities, and their parents, in the transition from high school to postsecondary education settings; Students with disabilities to identify services provided at Virginia s institutions of higher learning; Students with disabilities in understanding how to seek appropriate academic adjustments and auxiliary aids and services; Services providers for students with disabilities with identifying information, locating resources, and participating in an informational network; and With improving the quality of life for students with disabilities. The Commonwealth of Virginia is committed to the principles of excellence and access in higher education. Virginia s institutions of higher learning comply with federal legislation that mandates accessibility for students with disabilities who are otherwise qualified for admission to the institution. Institutions of higher education cannot deny acceptance to students with disabilities solely because of their disability. Services for students with disabilities vary from campus to campus, but colleges and universities must offer appropriate academic adjustments and auxiliary aids and services students who meet the required standards. However, each institution decides on a case-by-case basis whether a student qualifies as a student with a disability who requires accommodations for equal access. This document continues to evolve. Periodic updates will supplement or revise portions of the document. Questions or issues regarding it or recommendations for future updates may be directed to the Department of Education at (804)

7 Acknowledgements Contributors to this publication include personnel from Virginia s institutions of higher education who responded to our request for information, members of the stakeholder s group, and the individuals who collected the enclosed information and assisted in the development of the content. We appreciate their efforts in assisting us to produce a document that will be a valued resource for students, parents, and service providers. Jeananne Dixon, Postsecondary Coordinator, New River Community College Dr. Marianne Mooney, Project Assistant, New River Community College Harley A. Tomey, III, Education Specialist, Virginia Department of Education Dr. Sharon defur, Associate Professor, The College of William and Mary Dr. Robin S. Barton, Education Specialist, Virginia Department of Education Stakeholders Edition Virginia s Higher Education Leadership Partners, University of Hawaii Advisory Council Ann Deschamps, Farifax County Public Schools Karen Sherman, Arlington Public Schools Justine Maloney, Virginia Learning Disabilties Association Katherine Wittig, Program Specialist - Transition, Training and Technical Assitance Center, Virginia Commonwealth University Stakeholders Edition Linda Conrads, Postsecondary Education Rehabilitation Training, Woodrow Wilson Rehabilitation Center Sherry DeMoss, DRS Counselor, Fishersville, VA Susan Hannifan, Department of Rehabilitation Services, Charlottesville, VA Jan Hassan, Piedmont Virginia Community College, Charlottesville, VA Bebe Heiner, Charlottesville Public Schools, Charlottesville, VA Marlene Herakovich, Piedmont Virginia Community College, Charlottesville, VA Lucy Howlett, New River Community College, Dublin, VA Judith Landes, Shenandoah University, Winchester, VA Charlene Lee, Chesterfield Parent Resource Center, Richmond, VA Erica Lovelace, Department of Rehabilitation Services, Richmond, VA Nancy Olthoff, Old Dominion University, Norfolk, VA Virginia Reilly, Virginia Tech, Blacksburg, VA Carmen Rioux-Bailey, Fairfax, VA Deb Teates, Shenandoah University, Winchester, VA Patricia Werth, New River Community College, Dublin, VA 6

8 Do You Know The Law? The disability rights legislation passed by Congress in recent years directs the policies, procedures, and regulations that protect the civil rights of people with disabilities throughout their lives. These laws help people with disabilities to overcome physical, academic, and social barriers. Students with disabilities need to understand the major legislation and their rights and responsibilities under the law. Three federal laws and one Virginia state law prohibit discrimination based on disability: The Individuals with Disabilities Education Act (IDEA) of 1990 and its amendments of 1997 (Title 20, U.S.C : U.S. Statutes at large, 104, ) Title II of the Americans with Disabilities Act (ADA) (42 U.S.C., Ch. 126, SS , 1990) Section 504 of the Rehabilitation Act of 1973 (504) (29 U.S.C. S 79, 1996) Virginians with Disabilities Act (VDA) (Section et. seq. of the Code of Virginia) Individuals with Disabilities Education Act (IDEA) The Office of Special Education Programs in the Office of Special Education and Rehabilitative Services of the U.S. Department of Education administers the Individuals with Disabilities Education Act (IDEA), P.L The IDEA and its individualized education program (IEP) provisions do not apply to postsecondary schools. However, since it guided your educational services throughout your K-12 education, you may want to understand how the IDEA differs from the Title II of the ADA and Section 504. The IDEA directs federal financial assistance to state and local education agencies to guarantee that school systems provide to eligible students with disabilities a free, appropriate, public education in the least restrictive environment with special education and related aides and services as needed. The law governs the education of students with disabilities from preschool through high school completion or until the student reaches his or her twenty second birthday. [Note: Section 8 VAC of Regulations Establishing Standards for Accrediting Public Schools in Virginia (8 VAC et. seq.) sets forth the requirements for the Standard, Advanced Studies, and Modified Standard Diplomas and is available at 7

9 The IDEA requires the development and annual review of an IEP for each eligible student. Under the IDEA, service provision is the responsibility of the school. A multidisciplinary team determines the student s eligibility to receive special education and related services and develops the IEP with the participation of the student, if appropriate, and his or her parents or legal guardian(s). The IDEA defines children with disabilities as those - With mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness ), serious emotional disturbance (hereinafter referred to as emotional disturbance ), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities... who, by reason thereof, need special education and related services. [p.20 U.S.C. 1403(a)(I)] The current legal provisions regarding special education in Virginia, modeled after IDEA, are contained in the Regulations Governing Special Education Programs for Children with Disabilities in Virginia (8 VAC et seq.) and the Code of Virginia available at When an individual with a disability completes his or her secondary education, the IDEA no longer applies. However, the Americans with Disabilities Act (ADA, 1990), Section 504 of the Rehabilitation Act of 1973 and the Virginians with Disabilities Act do apply. Entitlements to services and rights against discrimination are the major tenets of these federal and state laws (Turnbull & Turnbull, 2000, p. 59). Programs and services include recruitment, admissions, financial aid, housing, transportation, extracurricular activities, student employment, etc. Programs and services, not necessarily facilities, must be accessible. Institutions covered by these laws are required to provide appropriate academic adjustments and auxiliary aids and services to ensure that students with disabilities have the access needed to enjoy the full benefits of a college experience. For more information on IDEA, contact your local school division, the Virginia Department of Education available at or IDEA Practices available at 8

10 Title II of the Americans with Disabilities Act (ADA) ADA defines an individual with a disability is defined as a person who: Has a physical or mental impairment that substantially limits one or more life activities Has a record of such an impairment Is regarded as having such impairment The ADA prohibits discrimination based solely on disability in employment, public services, and accommodations. The person must be otherwise qualified for the program, service, or job. Title Ii of the ADA requires provision of appropriate academic adjustments and auxiliary aids and services for eligible students across educational activities and settings. Examples include: Modifications to academic requirements, such as reducing a course load or substituting one course for another Equipping school computers with screen-reading, voice recognition or other adaptive hardware or software Providing note-takers, recording devices, of sign language interpreters Providing extended time for testing Providing a TTY in a student s dorm room when the institution provides phones in dormitories The Office for Civil Rights of the U.S. Department of Education enforces Title II of the ADA with respect to public colleges and universities. (Note: The U.S. Department of Justice enforces Title III of the ADA that covers private colleges and universities. Resources for more information: ADA Information Center for the Mid-Atlantic Region at V/TTY or to adainfo@transcen.org U.S. Department of Justice s ADA web page at adahom1.htm or call (202) U. S. Department of Education Office for Civil Rights web page at or call , or FAX: ; or TDD: or to OCR@ed.gov 9

11 Section 504 of the Rehabilitation Act of 1973 (Section 504) Section 504 of the Rehabilitation Act of 1973(Section 504), as amended, prohibits discrimination based on disability in any program or activity receiving federal funding, including education. The U.S. Department of Education gives grants of financial assistance to schools and colleges and to certain other entities, including vocational rehabilitation programs. The U.S. Department of Education s Section 504 regulation is enforced by the Office of Civil Rights and is in the federal code of regulations at 34 CFR Part 104. Section 504 covers institutions regardless of whether they have open door, selective or competitive admissions practices, and applies to all postsecondary educational programs and activities that receive federal financial assistance. In brief, colleges and universities must be free from discrimination in their recruitment, admissions, and treatment of students. If the postsecondary school provides housing to students without disabilities, then it must provide comparable, convenient, accessible housing to students with disabilities at the same cost. A person who qualifies under this law: Has a physical or mental impairment that substantially limits one or more major life activities* Has a record of such an impairment Is regarded as having an impairment * Major life activities include walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks. Under the provisions of Section 504, a college or university may not: Limit the number of students with disabilities admitted Make pre-admission inquiries as to whether or not an applicant has a disability Exclude a student with a disability from any course of study solely on the basis of his/her disability Counsel students with disabilities towards a more restrictive career than students without disabilities, unless such counsel is based on strict professional licensing or certification requirements Institute prohibitive rules (such as barring of tape recorders or other auxiliary aids) that may adversely affect the performance of students with disabilities 10

12 Colleges and universities are not required to supply students with attendants, individually prescribed devices such as hearing aids and wheelchairs, readers for personal use or study, or other devices or services of a personal nature. However, colleges and universities must provide students with academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in the school s program. Examples of auxiliary aids that may be required are taped texts, note takers, interpreters, readers, and specialized computer equipment. In addition, course examinations should measure the student s achievement, not the student s impairments. (U.S. Department of Education, Office of Civil Rights, 2001) Resources for more information: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Repsonsibilities available at U. S. Department of Education s Office for Civil Rights Know Your Rights WEB PAGE available at Contact the OCR office at or by FAX at ; or TDD: or by to OCR@ed.gov. Section 504: Protection from Discrimination or Help for College Students with Disabilities at Wrightslaw.com available at Virginians with Disabilities Act The Virginians with Disabilities Act at Section of the Code of Virginia prohibits discrimination against qualified persons with disabilities by educational institutions. The law states that, No public education institution or private educational institution which is a recipient of state funds, or agent of either, shall deny admission to the institution, or full and equal access to and enjoyment of any of its educational or extracurricular programs to an otherwise qualified person with a disability who meets the requirements for admission to the institution or the programs, because of such disability. The key to coverage for this law is whether the college receives state funds. For more information on this Act, contact the Virginia Office for Protection and Advocacy at 202 N. 9th Street, 9th Floor, Richmond, VA 23219, telephone: , (Voice/TTY) , (Voice/TTY) (Toll-Free in Virginia), Fax: , or to generalvopa@dsa.state.va.us, or available at 11

13 REMEMBER! Making your disability known is always voluntary. However, if you want the college or university to provide appropriate academic adjustments and auxiliary aids and services, then you should let the institution know about your disability. 12

14 Do You Know How to Plan Your Transition from High School to College? Life is about change, and about movement, and about becoming something other than what you are at this very moment. (Author Unknown) Start considering your future opportunities early. As a student with a disability, you can participate in planning your transition from high school to college during the annual review of your IEP or at any other IEP meeting where you request to discuss this issue. In fact, the IDEA requires that transition planning is part of the IEP process for all students with disabilities beginning at age 14. If you plan to attend college, preparing for this goal is essential. The timeline below provides suggestions to put into practice during your middle school and high school years. Transition Timeline - Your To Do List Pre-High School Tasks Take challenging classes in English, mathematics, science, history, geography, foreign language, and the fine and practical arts Develop study skills and strategies that you know work for you Investigate which high school classes will best prepare you for the colleges you want to attend Investigate your options among schools and programs of study and choose ones that will promote your academic and career interests Investigate how to save money for college and options for financial aid 13

15 Your IEP should include the course of study needed for you to transition smoothly to higher education Remediate basic skill deficits in reading, mathematics, oral and written language Plan to graduate with a Standard Diploma or Advanced Studies diploma and plan your course of study accordingly Plan to take the SOL tests in English: Reading/Literature and Research, English: Writing, and Mathematics at the end of eighth grade Begin a transition portfolio of important documents and work samples that may be helpful in college planning Freshman Year Tasks Learn the specific nature of your disability and how to explain it so others will understand your needs Learn how to participate actively in your IEP, especially your transition plan, which is your plan to help you achieve your goal of attending college. Learn how to advocate for yourself in developing your transition plan with your case manager and IEP team Prepare academically by carefully planning your course of study See for information for students regarding Virginia s diploma options. Work with your guidance counselor to be sure that you will have the standard and verified credits you need to obtain the desired diploma Prepare for and pass the end-of-course SOL tests required for verified credits Develop your academic independence by learning how to use the academic adjustments, auxiliary aids and services, and learning strategies that you will need in college - LEARN HOW TO LEARN! Ask your guidance counselor to teach you about the college resources available in your school 14

16 Explore career options with your guidance counselor and visit your school career center Become involved in school- or community-based activities that interest you and that might lead to a career Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed Continue to remediate basic skill deficits Learn strategies to help you access the same course work as your peers Continue to add to your transition portfolio Sophomore Year Tasks Continue to actively participate in your IEP transition planning with your case manager and IEP team Continue taking courses to prepare you for college Continue to remediate basic skill deficits Continue to add to your transition portfolio Add to your understanding and use of learning strategies to help you access the same course work as your peers Participate in extracurricular activities, hobbies, and work experiences Identify interests, aptitudes, values, and opportunities related to occupations in which you are interested Meet with your career or guidance counselor to discuss colleges and their requirements Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall - consider using testing adjustments and auxiliary aids Speak with college representatives that visit your high school and are at college fairs 15

17 Visit college campuses and talk to college students about their campus experiences Continue to save for college and investigate funding sources Junior Year Tasks Continue to participate in your IEP transition planning with your case manager and IEP team Continue your involvement in school- or community-based extracurricular activities Focus on matching your interests and abilities to the appropriate college choice Look for college campuses that have majors in which you might be interested and the kind of campus community in which you would like to live Identify the appropriate academic adjustments and auxiliary aids and services that you will need in the postsecondary setting and learn how to use them efficiently (Be sure to include assistive technologies such as electronic devices and specialized computer software) Keep a current list of the academic adjustments and auxiliary aids and services you use in high school in your transition portfolio Consider taking a course to prepare for the Scholastic Aptitude Test (SAT) Test or for the ACT Assessment (ACT). Take the SAT or ACT in the spring. Consider taking them more than once - once with testing adjustments and once without them Establish a possible career goal (you can always change your mind!) Determine a college major consistent with this career goal Learn time management, study skills, assertiveness training, stress management, and exam preparation strategies Learn how to advocate for yourself - not everyone will understand your disability or be sensitive to your needs 16

18 Gather information about college programs that offer the disability services you need (you may want to add these to your transition portfolio) Speak with college representatives who visit your high school and at college fairs Visit campuses and especially service providers to verify the available services and how to access them Consider people to ask for recommendations - teachers, counselors, employers, coaches, etc. Investigate the availability of financial aid from Federal, State, local, and private sources Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations, and credit unions Continue saving for college Contact the Department of Rehabilitative Services (DRS) Counselor who serves your school to determine your eligibility for DRS services Invite the DRS counselor to attend your IEP meeting Make sure that the documentation of your disability is current. Colleges usually want current testing, usually less than three years old when you begin college Senior Year Tasks Meet with your school guidance counselor early in the year to discuss your plans. Continue to develop your advocacy skills and to polish study skills Plan to visit campuses early in the year Learn how to be interviewed Role-play college interviews with counselors, family members, and teachers 17

19 Finalize your transition portfolio so that it contains at least the following: Copies of your psychological and educational evaluations Transcripts ACT or SAT scores Your current or latest IEP Your medical records (if appropriate) A writing sample or other work samples related to your choice of a major Your letters of recommendation from teachers and employers The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies) College visits Write letters to college admissions officers and service providers requesting a visit. Be prepared when you visit colleges to write or talk about your experiences and to take placement tests. Admissions officers will provide information about admissions procedures and financial aid opportunities Take your transition portfolio with you to share with disability service providers, if appropriate. Evaluate the disability services, service provider, and staff Talk with college students receiving disability support services about their experiences Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, athletic activities, comfort level with support service) 18

20 Apply to two or more of your preferred colleges - choose one that is a reach, one where you expect to be accepted, and one where you KNOW you can be accepted. Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate. When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall. Take the SAT again, if appropriate If not done in your junior year, contact the Department of Rehabilitative Services (DRS) counselor to determine your eligibility for DRS services while in college Are YOU Ready? 19

21 Are You Ready for the Responsibility? Successful college students with disabilites possess many of the skills listed below. How About You? Take The Inventory. Discover the skills and attitudes you need to develop. Evaluate your readiness for the responsibilities associated with college. Going to college is a major step in your life involving new responsibilities and independence. Below are some questions you need to ask yourself as you embark on your college career. Can I clearly explain my special talents and abilities? Can I describe my disability so that someone else understands my strengths and limitations? Do I have copies of the evaluations that document the current impact of my disability? Do I understand and can I discuss the content of these reports? Can I describe my disability history and explain the diagnosis? Can I explain how I learn and how I compensate in the areas where I have difficulty? Can I describe the types of academic adjustments and auxiliary aids and services appropriate for me in various classroom settings and in my living environment, if needed? In the past, have I used similar academic adjustments and auxiliary aids and services to those I need in college? Do I know where, how, and when to apply for disability services at college? Am I prepared (academically and socially) for the challenge college has to offer? 20

22 Do I take regular college preparatory courses, modified courses, or individualized courses? Do I do the same assignments, participate in the same laboratory exercises, have the same opportunities to use a computer, and learn the same course material as everyone else? Am I ready to live away from home, to manage my finances, to take care of my health, and to manage my time? Do I seek assistance for academic and other problems when needed? Do I know how to advocate for myself? Do I accept that it might take me longer to graduate than my friends? Do I understand that I might have to study harder than my friends? Do I understand that college is a challenge and that dealing with temporary frustrations is part of being an ordinary college student? Do I know my long-term goals? Am I beginning this life-changing process with some career goals? Do I have some idea about how I want to earn a living? Here s How To Get Ready! 21

23 Understand How College Differs From High School The changes you face when you move from high school to college may feel overwhelming. To ease the process, some colleges and universities offer orientation programs to assist students. Traditional freshman orientation programs may include campus visits, review of student handbooks and specific orientation materials, information about the institution, and question and answer sessions. Many institutions develop specialized, optional orientation programs that prepare students with disabilities for campus life. Included may be sessions on mobility, access to facilities, selfadvocacy, student rights and responsibilities, and resources for needed support services. You will want to attend both orientation programs, if possible, to learn everything you can ahead of time. Some of the major differences between high school and college follow. As you review them, consider your ability to adapt to each change, and determine the type and level of support you may need to be successful in this new environment. Changes in the Academic Environment Less structure Fewer class meetings Grades based on only a few scores More writing assignments More long-range, comprehensive assignments distributed at the beginning of the semester or term with the expectation of independent completion Extensive independent study and assignments More independent work to supplement classroom work Proficient reading comprehension and note-takingskills Less time to ask questions in class 22

24 Less personal attention Increased work load Faster pace of classes Graded on content mastery, not on effort or on level of improvement A campus with several buildings to learn to navigate More stressful and intense learning environment Increased expectation of technology proficiency (e.g., word processing, campus , on-line classes, library research No IEPs Changes in the Teacher-Student Relationship Instructors, not the students, set the class pace You seek assistance by setting up an appointment with the instructor during his/her office hours Instructors may have less contact with you Teacher-to-student ratio increases (typically ranges from 1:20 to 1:500) Motivation derives from your interests and desire to succeed, not from praise and external rewards Changes in Student Expectations You need to monitor your progress You have more free time and must learn to manage your time efficiently You must be able to advocate for yourself and your needs You will work independently to complete all assignments 23

25 Select Your College Carefully Everything starts as somebody s daydream. Goals are dreams that you put into action. Larry Niven, science fiction writer As you move through high school, you will reevaluate your expectations and plan new goals. Now is the time to capitalize on your strengths, recognize and accept your limitations, and make realistic choices. Being realistic about yourself will reduce the anxiety about making the right college choice. To narrow your choices, consider what is important to you about the college you attend. After all, it is the community where you will live, learn, work, and play. When choosing a college, focus on your qualifications as a student, not on your disability. Choosing a college with appropriate disability services is important, but that is just one of many things to consider when choosing a place where you can be successful and happy. Also be sure to remember your career goals and then look for an educational institution that can help you achieve them. Understand Your Postsecondary Options! Career - Technical Education Centers Career - technical centers prepare you for specific occupations. Many centers integrate the academic curriculum with real-life applications and with apprenticeships. Usually, day and night classes are available. Two-Year Community Colleges / Junior Colleges Offer a wide variety of two-year degree programs, these smaller colleges often offer many special services and allow students to adjust to college life before going on to a larger four-year university or to the world of work. The tuition at most two-year institutions is very reasonable and often students are able to live at home while taking classes. Four-Year Colleges/Universities Four-year universities usually offer many special services and have a multitude of degree programs. Class size is usually large and most students live in dorms or commute to campus. Whatever options you consider, contact the institutions that can help you reach your career goals, visit the campuses, and talk with the counselors and disabilities service coordinators about your goals and special needs. 24

26 College students with disabilities must be self-reliant and able to cope flexibly with the challenges of daily living. If you learned to rely too much on parents and teachers to direct you and manage your life, you may struggle as you adjust to the demands of managing life on your own at college. Thus, you need to work on developing your independent living skills while you are still in high school. Then seek a college that will allow you to develop your special talents, interests, and abilities while being respectful and supportive of your special needs. Cast Your Net Wide! Ask Questions! Cast your net wide when looking at colleges and universities. Look first at schools based on their geographic location, campus size, and academic programs. Then look at the disability support services. It is important when considering a particular school to talk to other students with disabilities who attend or have attended the school and perhaps talk with their parents. The students personal experiences will enlighten you about many aspects of campus life. Remember to ask questions. There are no dumb questions when you are making a major decision about where you will spend the next two to four years of your life! Programs and services provided by individual colleges vary greatly, so investigate your options carefully. Do not necessarily limit your search to those colleges that indicate they have specific services for students with disabilities. Some small colleges may suit you depending on your needs. As you research, evaluate, and compare colleges, consider the following questions: Academic Program What degree programs does the institution offer? Majors? Minors? Electives? Are there majors in which you might be interested? What core courses are required? For what programs is the college known? How intense is the academic pressure on students? 25

27 Activities What kinds of campus activities and organizations does the college offer? What kinds of events and activities does the local community offer? Is the campus primarily residential or a commuter campus? Admissions What are the admission requirements? Does the institution accept the ACT or SAT - or either? Do you need accommodations on these tests? Educastors Testing Service, the SAT publisher and the ACT Assessment have web sites where you can obtain the requirements and procedures for requesting accommodations: ETS Disabilities and Testing at and ACT Services for Students with Disabilities at Which diploma types will the institution accept? What academic units / credits does the college require and accept? Virginia s graduation requirements are available at ForStudents/grad-req.shtml Are there courses requirements for admission (e.g. foreign language requirements)? Does the college accept course substitutions or waive requirements for persons with disabilities? Is an interview required? Are class rank and high school grade point average considered in admissions decisions? What letters of recommendation are needed? Do I need to take any special achievement tests? Are appropriate academic adjustments in test administration allowed on the institutions required admission examinations? 26

28 What are the admissions deadlines? Rolling admissions? Early admissions? Deferred admissions? What is the application fee? Of the total number of applicants, how many does the college accept annually? What are the average ACT and SAT scores for incoming freshman? What are the minimal acceptable scores? Campus Community What is the campus setting? Urban? Suburban? Rural? How large is the campus? How many buildings? How accessible is the campus? Are other colleges nearby? What are the local cultural and social attractions? Costs What is the tuition? Is a down payment required? When? What is the payment schedule? Are there any special payment plans? What are the housing options and their costs? Meal options and costs? Are different plans available? Other expenses? Books? Laundry? Transportation? Parking? 27

29 Counseling and Advisement Do faculty or student advisors provide help with course selection and program planning? What counseling services and programs are available? Group counseling? Individual counseling? Financial? Career? Placement? Faculty / Class size What is the size of the faculty? Full-time? Part-time? How many with doctorates? What is the student / faculty ratio? Do graduate students teach? What is the average class size? Financial Aid What financial aid programs does the college have? How many students receive financial aid? What are the requirements? Does the college place a student in a job on or off campus? Living Arrangements Are dormitories available? How many? Are dormitories co-ed or single sex? How many students per room or suite? What conditions are the rooms in? Phone? Computer hook-up? Air-conditioning? 28

30 Are there accessible dorm rooms for those in wheelchairs? How do you arrange for personal care assistants? What are campus regulations and restrictions? Matriculation Requirements Does the college provide special classes in basic skills, study habits, time management, and notetaking? Is there a freshman orientation course? Does the college provide individual tutoring and/or counseling? Are these services free? If not, what do these services cost? Does the college offer academic adjustments and auxiliary aids and services, such as taped books, word processors, readers, note takers, transcribers, Braille writers? What kind of experience and training do the disability service coordinator and his or her staff have? Can professors be hand picked and can classes be hand scheduled? What are the requirements for program completion? What are the course load requirements to maintain eligibility for financial aid? Does the college waive these requirements for students with disabilities? Sports What kinds of athletic facilities are available and accessible to ALL students? What intercollegiate sports does the college offer? What intramural sports are available? Are athletic scholarships available? 29

31 Student Body How many students? Residents? Commuters? Undergraduates? Graduate students? Where do they come from? Mix of men and women? Ethnic background? Religious background? Academic abilities? How many graduate? How many graduate on time? Transportation What public transportation is available? How easy is it to travel on the campus? Is ample, accessible parking available on campus? Is it free? Can residential students have cars? Bicycles? Motorcycles? 30

32 Understand Disability Support Services What is the Disability Support Services Office (DSS)? On most campuses, the DSS office (which may be just one person) provides services and supports for students with disabilities. Who is the DSS counselor (sometimes called a coordinator, advisor or service provider)? The DSS counselor is the person on the campus who will help you determine if you are eligible for services based on the documentation that you provide. This documentation verifies the status of your disability. If you are eligible for services, the DSS counselor also works with you to determine the appropriate academic adjustments and auxiliary aids and services that are necessary to afford you an equal opportunity to participate in the school s program. Meet With The DSS Counselor When visiting a college, arrange a meeting with the disabilities service coordinator on campus. Come prepared to have a successful interview with this individual. Before you arrive on campus: Prepare to talk about yourself, your strengths and weaknesses, your disability, your dreams Develop a list of questions usually not covered in the college catalog Practice interviewing Prepare to answer the disability support counselor s questions clearly and comfortably Prepare to use this visit as an opportunity to help determine the appropriateness of the college as a possible final choice Prepare to take notes for future reference 31

33 Prepare your questions for the disability support counselor. What are the requirements for admission? Are they flexible? How many students with disabilities are on campus? What services does the college typically provide to students with disabilities? Who provides them? How long are services provided? Are remedial courses available on campus? Does the college provide remediation or support one-on-one or in a group setting? What kinds of academic adjustments and auxiliary aids and services does the college have available to students with disabilities? Will I be able to check out equipment and use it in my classes? Is free tutoring available on campus? What technology have students at the college used in the classroom? What strategies are provided for students who use adaptive technology? Were they successful? What modifications have faculty and administrators been willing to make for students with disabilities on campus? Are there extra fees for special programs? Prepare to answer the disability services counselor s questions. Practice your response to these questions with your parents, school counselor, or teacher. Can you describe your educational background? Can you describe your disability? What are your strengths and weaknesses, in and outside the classroom? 32

34 What adaptive equipment are you currently using? What training did you receive in using this adaptive equipment? Who provided your technical support? How did you communicate with your instructors about using your adaptive equipment in the classroom? How did they respond? What appropriate academic adjustments and auxiliary aids and services do you have to assist you for class, assignments, and exams? Explain how your accommodations have made you successful. 33

35 Understand Your Responsibilities Your success in college depends on your ability to manage yourself and your situation. When you enter college, you will be solely responsible for, and in control of, your choices and decisions. At the postsecondary level, you may want to disclose your disability so that you can advocate for your needs and obtain appropriate academic adjustments and auxiliary aids and services. Thus, although parents, teachers, and counselors continue to play supportive roles, the ultimate responsibility for obtaining services lies with you. You decide whether to disclose your disability. However, remember that the college or university you attend is not obligated to provide appropriate academic adjustments and auxiliary aids and services unless you disclose your disability, provide appropriate documentation, and request such assistance. Colleges are not required to accept students who do not meet the academic standards or other requirements for admission. Disclosing your disability may explain why grades and/or test scores may be inaccurate predictors of your ability to succeed academically. Many institutions apply the same admissions criteria and have identical application procedures for all students. Nonetheless, they may modify application procedures, admissions criteria, and/or the decision-making processes for applicants who disclose their disabilities. The disabilities office also may request additional information for clarification of your abilities, which are what determines your success. You have several responsibilities in a postsecondary environment that you did not have at the high school level. You need to: Make the initial contact with the person responsible for campus services for students with disabilities Make this contact soon after acceptance by the college and again before or immediately after the semester begins Provide information and documentation related to the status of your disability. Doing so helps determine if you qualify as a student with a disability and helps you to request appropriate academic adjustments and auxiliary aids and services 34

36 On some campuses, instructors receive written notification confirming their legal requirement to provide the appropriate academic adjustments and auxiliary aids and services Inform faculty members at the beginning of each semester of your disability, how that disability affects your performance, and what academic adjustments or auxiliary aids and services you will need Meet the timelines and procedural requirements established by the disability services office for scheduling examinations, and requesting appropriate academic adjustments and auxiliary aids and services. Notify the disability services office if you need to change your academic adjustments and auxiliary aids and services. For example, such changes may occur if your schedule changes after the first few weeks of class Meet the same deadlines for application and submission of documentation established for preregistration of individuals without disabilities, unless the institution provides preferential registration for students with disabilities. Contact the service provider on campus, on a regular basis, to discuss your needs and progress. On most campuses, the service provider does not contact students about their needs To learn more, use the search engine in a WWW browser and enter the term college students disabilities. Resources on the WWW change frequently. Therefore, the ones listed below may no longer be available which is why is important to do your own research: College Planning for Students with Learning Disabilities [ERIC Digest] College Students with Learning Disabilities (AHEAD - Association on Higher Education and Disability) College Prep 101: Helping Students Prepare for College: Students with Disabilities collegeprep.okstate.edu/homepages.nsf/toc/disabilities College Preparation Resources for Students college_prep.html College Opportunities for Students With Learning Disabilities 35

37 Transition from High School to College transition.html Selecting A College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD), ERIC EC Digest, #E620, Authors: Juliana M. Taymans and Lynda L. West, December Guide to Postsecondary Education Information is jam packed with articles and resources that provide information. postsecondary/ Where Do We Go from Here: Understanding Postsecondary Options for Students with Learning Disabilities Understand Eligibility Requirements Under ADA and Section 504, a student with documentation of a physical or mental impairment that substantially limits one or more major life activities, or who has a record of such an impairment or is regarded as having an impairment, may qualify for services. Each institution of higher education determines if an individual with a disability qualifies for services. Physical or mental impairments may include but are not limited to: Acquired immune deficiency syndrome Attention deficit disorder Attention deficit hyperactivity disorder Autism Cancer Cerebral palsy Deaf/blindness Hearing impairments/deafness Learning disability 36

38 Mobility and orthopedic impairments Multiple sclerosis (ms) Muscular dystrophy Post-traumatic stress disorder Psychological disorders Speech/language impairments Traumatic brain injury Visual impairments/blindness Understand What Documentation the College Requires Why You Need Documentation Postsecondary institutions require appropriate and timely documentation of a disability when you seek special considerations in the admissions process or after enrollment, when you seek appropriate academic adjustments and auxiliary aids and services. This documentation serves two primary purposes in postsecondary education: Documentation establishes that the you have a disability, and therefore protects you from discrimination The documentation describes the current functional impact of your disability in order to identify potential appropriate academic adjustments and auxiliary aids and services The impact of your disabilities on your academic performance forms the basis for provision of academic adjustments as well as auxiliary aids and services. Therefore, it is reasonable for a postsecondary institution to require recent documentation that establishes this foundation. Remember that each institution of higher education determines if you qualify as a student with a disability. The procedures and requirements to make this determination may vary among institutions of higher education. Nationally, most institutions of higher education use guidelines developed by the Association on Higher Education and Disability (AHEAD) and the Educational Testing Service (ETS). 37

39 AHEAD: Guidelines for Documentation of a Learning Disability in Adolescents and Adults, available at ETS Disabilities and Testing page has guidelines for documentation for learning disabilities, ADHD, and psychiatric disabilities. Available at disability/index.html Know What Your Documentation Should Include Documentation of a disability consists of an evaluation by appropriate professionals. Included should be: A clear statement of the diagnosis The basis for the diagnosis The current impact of the disability as it relates to requests for appropriate academic adjustments and auxiliary aids and services The Association for Higher Education and Disability (AHEAD) developed a document that describes best practices for developing and maintaining consistent, comprehensive and appropriate guidelines for documenting disabilities and requests for appropriate academic adjustments and auxiliary aids and services. Many institutions in Virginia and nationally use the AHEAD document as the framework for their institutional policies. General Documentation Guidelines As appropriate to the disability, the documentation should include the following elements: A diagnostic statement identifying the disability, date of the most current diagnostic evaluation, and the date of the original diagnosis A description of the diagnostic tests, methods, and/or criteria used, including specific test results (including standardized testing scores) and the examiner s narrative interpretation A description of the current functional impact of the disability. There should be a description of how the individual s identified impairment substantially limits a major life acitivity. The description may be a narrative or an interview with the individual with a disability, but it must demonstrate a rational relationship to the results of a diagnostic assessment 38